Guiding
Questions: Think about your understanding of bias, stereotype,
prejudice, discrimination and privilege. These concepts work in collaboration
with justice. Can we have a just world where prejudice and discrimination
exist? What part does privilege play?
[Unit ppt] |
I. Vocabulary: To fully understand justice, we need to include these
words in the discussion:
(Vocabulary Review Games)
(Vocabulary Review Games)
1. Bias:automatic preference, unconscious choice, can be positive or negative 偏見；偏心；偏袒
The government has accused the media of bias. 政府指責新聞媒體有偏見。
公司內部一直有點偏向聘請文科畢業生。
2. Stereotype: over-generalization of a group（尤指錯誤的）刻板印象，老套俗見，成見
陳舊的種族偏見／性別成見
他不符合一般人心目中法國人的形象。
The characters in the book are just stereotypes. 書中的人物毫無新意。
3. Prejudice: the choice of supporting an unjustified bias 成見，偏見，歧視
禁止種族歧視的法律必須嚴格執行。
這項運動旨在消除愛滋病僅限於同性戀群體的偏見。
He claims that prejudice against homosexuals would cease overnight if all the gay stars in the country were honest about their sexuality.
他主張如果國內所有的同性戀明星都能對自己的性向開誠布公，那麼對同性戀者的偏見就會立即消失。
4. Discrimination: prejudice made institutional 歧視；區別對待
種族／性別歧視
Until 1986 most companies would not even allow women to take the examinations, but such blatant discrimination is now disappearing.
直至1986年大多數公司甚至還不允許女性參加這種考試，但目前這種明目張膽的歧視做法正在消失。
5. Privilege: having an advantage as a group over another group（特定個體或群體的）特權，特別待遇
Healthcare should be a right, not a privilege. 醫療保健應該是權利，而非特權。
Senior management enjoy certain privileges, such as company cars and private healthcare.高級管理階層享受公司配車和私人醫療保健 等特權。
II. Match the correct definition
to the new word.
A. Privilege
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1.
a
fixed idea of someone or something that categorizes a group of people.
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B. Discrimination
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2.an automatic choice, preference about someone or a
group
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C. Prejudice
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3.
treating
people poorly because they are different from you, have a difference skin
color or race
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D. Stereotype
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4. the choice of supporting a bias, negative opinion or judgment
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E. Bias
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5. an advantage that only one group has over another
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III. Activity: How
Privileged Am I?
On a scale of
1-10, ten be the most privileged, where do you think you fall? ______
The following activity will help determine how privilege can
affect a person’s life. Record your points on a piece of paper. Total your
points at the end.
1. If you are a male, give yourself 3 points.
2. If there have been times in your life when you skipped a meal
because there was no food in the house, subtract 1 point.
3. If you have visible or invisible disabilities, subtract 1
point.
4. If you attended (grade) school with people you felt were like
yourself give yourself 2 points.
5. If you grew up in a farming setting, subtract 1 point.
6. If your family had private health insurance, give yourself 2
points.
7. If your holidays coincide with religious holidays that you
celebrate, give yourself 1 point.
8. If you feel good about how your self-identified culture is
portrayed by the media, give yourself 1 point.
9. If you have been the victim of physical violence based on
your gender, ethnicity, age or sexual orientation, subtract 2 points.
10. If you or your parents have ever felt passed over for
employment based on your gender, ethnicity, age or sexual orientation, subtract
1 point.
11. If your parents studied or lived in an English speaking
country give yourself 1 point.
12. If your English is higher level, give yourself 2 points.
13. If you have been divorced or impacted by divorce, subtract 1
point.
14. If you came from a supportive family, give yourself 3
points.
15. If your grades are above 80% give yourself 1 point.
16. If one or both parents were able to complete university,
give yourself 2 points. Add one point for each additional grandparent who
completed university.
17. If you have always been able to easily buy clothes in your
size, give yourself 1 point.
18. If your parents, borrowed money or took out loans for your
education, subtract 1 point.
19. If you had more than 20 books in your house while growing
up, give yourself 1 point.
20. If you have ever felt unsafe walking alone at night,
subtract 1 point.
21. Add one point for every time you have traveled outside your
country.
Reflect:
The closer to 20 your score, the more opportunities you have had
in your life.
·
What do you understand about privilege and justice from this
exercise?
IV. What is
Justice? Fill in the graph below. [++
Grammar just/unjust is the adjective]
| Justice (noun) 公正，公平；正義 | Injustice (noun)不公正；不正義 |
|
Example
sentences:
如果人們被迫遭受這樣的痛苦，那麼世上就沒有公平正義可言了。
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Example sentences:
看到人們身陷苦難，她深感世道不公。
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| Name Examples in History: 1. 2. | Name Examples in History: |
| The administration of law, especially the establishment or determination of rights according to the rules of law or equity | |
|
The management
of what is just, especially by the impartial judgment of conflicting claims,
rewards or punishments
| |
| The principle or ideal of just dealing or right action |
V. Activity:
The five standards talking about justice.
1. Recognize stereotypes and relate to people as individuals
rather than representatives of groups.
2. Recognize unfairness on the individual level (e.g., biased
speech) and injustice at the institutional or systemic level (e.g.,
discrimination).
3. Analyze the harmful impact of bias and injustice on the
world, historically and today.
4. Recognize that power and privilege influence relationships on
interpersonal, intergroup and institutional levels and consider how they have
been affected by those dynamics.
5. Identify key figures and groups, seminal events and a variety
of strategies and philosophies relevant to the history of social justice action
around the world.
Refer to the five anchor standards during the next activities: To
consider what these anchor standards might look like in the school setting,
read the following scenarios.
Scenario 1
Shawna timidly approaches her teacher, Mr. Bradley, after
school. She explains that her uncle, who picks her up from school, frequently says
negative things about Western people, and it has been making her feel
uncomfortable. “He says that I shouldn’t be friends with Renee and Jeffrey
anymore because their fathers are American,” Shawna says, “but I love all my
friends!” Mr. Bradley tells Shawna that he’s proud of her and is sorry that she
has to deal with something so difficult. He knows that Shawna’s parents would
never approve of the way her uncle is talking and promises to call them that
evening to discuss the situation.
Think about Shawna’s story. Which of the five Justice anchor
standards are demonstrated?
Scenario 2
A class is discussing products made in China and products made
in Taiwan. Kelly mentions seeing on TV that most of the clothes sold are made
in other countries where workers aren’t protected the way Taiwanese laborers
are. She notes that even though workers’ conditions have improved, it
doesn’t mean that we should ignore injustice elsewhere. She and several other
students are inspired to go home and talk to their parents about purchasing
clothes from companies that practice ethical manufacturing. They also plan to
set up a clothes swap to help reduce wastefulness.
Which of the five Justice anchor standards are demonstrated in
Kelly’s story?
Scenario 3
While Mrs. Douglas’s class is discussing immigration, some of
the students start talking negatively about a Vietnamese student in another
class, accusing his family of immigrating illegally. Julian speaks up, telling
his classmates that it’s not appropriate to use stereotypes and spread rumors
about others. Julian tells them that the student’s family immigrated
because they believe life in Taiwan offers more opportunities. He urges his
classmates to respect their decision and says that the family’s status is none
of their business. “Life must be hard enough moving to a strange new country,”
he says. “Don’t make it harder for him by saying that he doesn’t belong.”
Think about Mrs. Douglas’s class story. Which of the five
Justice anchor standards are demonstrated?
Scenario 4
Karen notices that many of her school’s facilities are not
accessible to those with disabilities. Many students have difficulty navigating
the school and are often late to class as a result. Karen decides to look into
building plans to determine if any accommodations are available for those in
the community with physical limitations. She forms a focus group of students
and faculty to come up with effective solutions to the situation.
Which of the five Justice anchor standards are demonstrated in
Karen’s story?
++++ I had wanted to wait until we studied Labor or Environmental Justice to talk about this next case study, but decided to show it to the students now and see what kind of discussion we could have, at least plant the seeds of labor and environmental injustice.
VI. Read, Taiwan’s Secret Cancer
More than 1,500 former workers at a television factory in
Taiwan have been diagnosed with cancer.
The company admits that it dumped hazardous
waste, polluting the land and poisoning groundwater.
But did Radio Corporation of America recklessly
expose its employees to cancer-causing chemicals?
For nearly two decades, sick workers have
been waging a David and Goliath battle as they seek justice in the courts for
their suffering.
|
Watch Taiwan’s Secret
Cancer Video (25 min.)
Vocabulary: Whistleblowers,
Labor activist, lawsuit, carcinogen, carcinogenic contamination, contaminated
Timeline:
1975-1991 RCA failed 8 Taiwan Labor Ministry health tests
1984- fire in RCA warehouses destroy all company and
government records
1992 RCA factory closed down
1994 Workers begin to link sicknesses with RCA
1998- 1000 workers sue RCA
2006- Volunteer Legal Team file Taiwan’s first Class Action Lawsuit
against RCA and parent companies
2009- First worker testifies in court
April 15, 2015- The court ruled in favor of the victims but for only 1/5 the amount and not everyone was compensated |
1. What was the dark side of Taiwanese economic development?
2. Who is the company? Parent companies?
3. RCA took 3 environmental surveys and didn’t
tell their workers. What example of injustice is this?
4. Why couldn’t Taiwan hit RCA on legal
penalties for polluting soil and water?
5. How were white collar workers privileged blue collar workers?
6. Not only was groundwater contaminated, but
so was the _____. RCA was recirculating contaminated air and not f________ it
out.
6. How was Taiwanese scientific methodology different
than those from RCA?
7. Why didn’t the workers think justice was
not done?
8. What did the workers unanimously vote to
do? What is the risk of that decision?What would you do?
Resources:
http://ens-newswire.com/2015/05/18/rca-taiwan-ex-workers-win-pollution-lawsuit/
http://www.taiwannews.com.tw/etn/news_content.php?id=2722497
Resources:
http://ens-newswire.com/2015/05/18/rca-taiwan-ex-workers-win-pollution-lawsuit/
http://www.taiwannews.com.tw/etn/news_content.php?id=2722497
